小学教育中惩戒现象探析
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摘要
随着时代发展和教育理念的不断更新,以学生为本、尊重学生个性的教育理念已经深入人心,公众与学术界对学生基本权利等一系列问题的关注和探讨也日益深入。目前“赏识教育”的呼声一片,在学校教育教学中普遍存在“谈罚色变”、“只奖不罚”的现象,社会各界在对待惩戒上也存在着各种误解与忧虑。在这种大背景下,惩戒作为一种比较特殊的教育方式,在教育领域尤其在小学教育实践中,其地位和作用饱受来自不同层面的挑战和质疑。
惩戒,是指教师在履行教书育人的职责时,对学生不符合规范的行为依法依规做出合理的否定性制裁,使犯过者感到后悔,从而避免其不合理的行为再次发生,以敦促、规范学生行为的一种教育方式。惩戒不等于惩罚,更不能和体罚混为一谈。研究在小学教师教育中如何正确行使惩戒,这对于维护师生合法权益有着重要的意义。
从笔者的调查结果来看：惩戒作为一种教育手段,在小学教育教学实际中出现的频率还相当高,体罚与变相体罚在教育实践中仍然大量存在；某些教师在实施惩戒时方法与目的不一致,而现行的教育法规并没有为教师实施惩戒提供明确的依据和指导；多数教师普遍感受到在使用惩戒时的两难等。
实际上,实施惩戒时应注意：惩戒是一种教育方式及手段,不是目的,惩戒的目的是教育学生。虽然惩戒的实施者是老师,但作为一种职务行为,老师所在的学校及上级主管部门在惩戒行为中意义重大。学校管理者应该知法、懂法、守法、用法,将法律作为教育的护航者和保障,在校园管理实践中贯彻相关法律要求。教育行政部门应对教师进行适当、及时的教育法规培训,让教师们知法懂法,合法使用惩戒手段,维护惩戒相关方的合法权益。相应地,教师在行使教育惩戒时,在惩戒手段的选择上必须始终着眼于孩子的个性特点,针对不同学生的个性和所犯错误的性质,结合适当的情景,把惩戒融入具体活动中,让孩子在情景和活动中体验、反思、感悟。在进行惩戒时还需遵循必要性原则和适度原则,选择最佳时机和场合,在实施惩戒时做到灵活、公正。
本论文在问卷、访谈的基础上,查阅研究相关文献,结合理论与实践两个层面分四个部分对小学中的惩戒现象进行探讨。
第一部分：提出问题,阐述教育中已有的关于惩戒的研究,以及本论文的研究目的；第二部分：探讨惩戒应有的意蕴,对惩戒作为一种教育方式得以存在的理由进行合理性辩护,论述在教育领域中存在适度惩戒的必要性和独特价值；第三部分：通过调查进行统计分析,呈现小学教育中惩戒的实际状况以及存在的问题；第四部分：从社会、教师、学校三个方面提出相应的建议与对策。
Along with the time development and the education idea unceasing renewal, take the student as this, respected the student individuality education idea already the sink deep into the hearts of the people, the public and the academic circles and so on a series of question attention and the discussion day by day is also thorough to the student basic right. At present "recognition education" a call piece, exists generally in the school edition teaching "discussed punishes the discoloration","only rewards does not punish" the phenomenon, the society from all walks of life in the treatment disciplinary punishment also has each kind of misunderstanding and the anxiety. Under this kind of big background, the disciplinary punishment took one quite special education way, in the education domain especially in the primary education practice, its status and the function fully suffered comes from the different stratification plane challenge and the question.
When the disciplinary punishment, is refers to the teacher in the responsibility which the fulfillment imparts knowledge and educates people,does not conform to the standard behavior sanction on the student to depend on the gauge to make reasonable negativity legally, causes to violate has felt the regret, thus avoids it unreasonable behavior occurring once more, urges, the standard student behavior one education way. The disciplinary punishment is not equal to the penalty, cannot jumble together with the corporal punishment.How the research educates in the elementary school teachers exercises the disciplinary punishment correctly, this regarding defends the teacher and student legitimate rights and interests to have the vital significance.
Looked from author's investigation result that,The disciplinary punishment took one education method, the frequency which actual appears in the primary education teaching quite is also high, the corporal punishment in educated in disguised form with the corporal punishment practices are still massive exists;Certain teachers when implementation disciplinary punishment the method is inconsistent with the goal, but the present education laws and regulations have not implemented the disciplinary punishment for the teacher to provide the explicit basis and the instruction; The most teachers feel generally are in a dilemma and so on in the use disciplinary punishment time.
In fact, when implementation disciplinary punishment should pay attention:The disciplinary punishment is one education way and the method, is not the goal, the disciplinary punishment goal educates the student.Although the disciplinary punishment executor is teacher, but took one kind of duty behavior, teacher is at school and higher authority department responsible for the work in disciplinary punishment behavior watershed.The school superintendent should know the law, understand the law, obeys the law, the usage, the law took education the escort and the safeguard, implements the related legal request in the campus management practice.The educational administration department should carry on suitably, prompt education laws and regulations training to the teacher, lets the teachers know the law to understand the law, uses the disciplinary measures legitimately, maintains the disciplinary punishment correlation side the legitimate rights and interests. Correspondingly, the teacher when exercises the education disciplinary punishment, in the disciplinary measures choice must throughout focus on child's individuality characteristic, and makes a mistake the nature in view of the different student's individuality, unifies the suitable scene, integrates the disciplinary punishment in the concrete activity, lets the child experiences, reconsidering, the feeling in the scene and the activity becomes aware.When carries on the disciplinary punishment also must follow the necessary principle and the moderate principle, the choice best opportunity and the situation, when implementation disciplinary punishment achieves is nimble, is fair.
The present paper in the questionnaire, in the interview foundation, the consult research correlation literature, the union theory with practices two stratification planes to divide in four part to carry on the discussion to elementary school disciplinary punishment phenomena.
First part:Asks the question, elaborated in the education had about the disciplinary punishment research, as well as present paper research goal; Second part:The discussion disciplinary punishment should have the implication, to the disciplinary punishment took one education way can exist the reason carries on the rational defense, elaborates has the moderate disciplinary punishment in the education domain the necessity and the unique value;Third part:Carries on the statistical analysis through the investigation, presents in the primary education the disciplinary punishment actual condition as well as the existence question; Fourth part: From the society, the teacher, the school three aspects put forward the corresponding proposal and the countermeasure.
惩戒,是指教师在履行教书育人的职责时,对学生不符合规范的行为依法依规做出合理的否定性制裁,使犯过者感到后悔,从而避免其不合理的行为再次发生,以敦促、规范学生行为的一种教育方式。惩戒不等于惩罚,更不能和体罚混为一谈。研究在小学教师教育中如何正确行使惩戒,这对于维护师生合法权益有着重要的意义。
从笔者的调查结果来看：惩戒作为一种教育手段,在小学教育教学实际中出现的频率还相当高,体罚与变相体罚在教育实践中仍然大量存在；某些教师在实施惩戒时方法与目的不一致,而现行的教育法规并没有为教师实施惩戒提供明确的依据和指导；多数教师普遍感受到在使用惩戒时的两难等。
实际上,实施惩戒时应注意：惩戒是一种教育方式及手段,不是目的,惩戒的目的是教育学生。虽然惩戒的实施者是老师,但作为一种职务行为,老师所在的学校及上级主管部门在惩戒行为中意义重大。学校管理者应该知法、懂法、守法、用法,将法律作为教育的护航者和保障,在校园管理实践中贯彻相关法律要求。教育行政部门应对教师进行适当、及时的教育法规培训,让教师们知法懂法,合法使用惩戒手段,维护惩戒相关方的合法权益。相应地,教师在行使教育惩戒时,在惩戒手段的选择上必须始终着眼于孩子的个性特点,针对不同学生的个性和所犯错误的性质,结合适当的情景,把惩戒融入具体活动中,让孩子在情景和活动中体验、反思、感悟。在进行惩戒时还需遵循必要性原则和适度原则,选择最佳时机和场合,在实施惩戒时做到灵活、公正。
本论文在问卷、访谈的基础上,查阅研究相关文献,结合理论与实践两个层面分四个部分对小学中的惩戒现象进行探讨。
第一部分：提出问题,阐述教育中已有的关于惩戒的研究,以及本论文的研究目的；第二部分：探讨惩戒应有的意蕴,对惩戒作为一种教育方式得以存在的理由进行合理性辩护,论述在教育领域中存在适度惩戒的必要性和独特价值；第三部分：通过调查进行统计分析,呈现小学教育中惩戒的实际状况以及存在的问题；第四部分：从社会、教师、学校三个方面提出相应的建议与对策。
Along with the time development and the education idea unceasing renewal, take the student as this, respected the student individuality education idea already the sink deep into the hearts of the people, the public and the academic circles and so on a series of question attention and the discussion day by day is also thorough to the student basic right. At present "recognition education" a call piece, exists generally in the school edition teaching "discussed punishes the discoloration","only rewards does not punish" the phenomenon, the society from all walks of life in the treatment disciplinary punishment also has each kind of misunderstanding and the anxiety. Under this kind of big background, the disciplinary punishment took one quite special education way, in the education domain especially in the primary education practice, its status and the function fully suffered comes from the different stratification plane challenge and the question.
When the disciplinary punishment, is refers to the teacher in the responsibility which the fulfillment imparts knowledge and educates people,does not conform to the standard behavior sanction on the student to depend on the gauge to make reasonable negativity legally, causes to violate has felt the regret, thus avoids it unreasonable behavior occurring once more, urges, the standard student behavior one education way. The disciplinary punishment is not equal to the penalty, cannot jumble together with the corporal punishment.How the research educates in the elementary school teachers exercises the disciplinary punishment correctly, this regarding defends the teacher and student legitimate rights and interests to have the vital significance.
Looked from author's investigation result that,The disciplinary punishment took one education method, the frequency which actual appears in the primary education teaching quite is also high, the corporal punishment in educated in disguised form with the corporal punishment practices are still massive exists;Certain teachers when implementation disciplinary punishment the method is inconsistent with the goal, but the present education laws and regulations have not implemented the disciplinary punishment for the teacher to provide the explicit basis and the instruction; The most teachers feel generally are in a dilemma and so on in the use disciplinary punishment time.
In fact, when implementation disciplinary punishment should pay attention:The disciplinary punishment is one education way and the method, is not the goal, the disciplinary punishment goal educates the student.Although the disciplinary punishment executor is teacher, but took one kind of duty behavior, teacher is at school and higher authority department responsible for the work in disciplinary punishment behavior watershed.The school superintendent should know the law, understand the law, obeys the law, the usage, the law took education the escort and the safeguard, implements the related legal request in the campus management practice.The educational administration department should carry on suitably, prompt education laws and regulations training to the teacher, lets the teachers know the law to understand the law, uses the disciplinary measures legitimately, maintains the disciplinary punishment correlation side the legitimate rights and interests. Correspondingly, the teacher when exercises the education disciplinary punishment, in the disciplinary measures choice must throughout focus on child's individuality characteristic, and makes a mistake the nature in view of the different student's individuality, unifies the suitable scene, integrates the disciplinary punishment in the concrete activity, lets the child experiences, reconsidering, the feeling in the scene and the activity becomes aware.When carries on the disciplinary punishment also must follow the necessary principle and the moderate principle, the choice best opportunity and the situation, when implementation disciplinary punishment achieves is nimble, is fair.
The present paper in the questionnaire, in the interview foundation, the consult research correlation literature, the union theory with practices two stratification planes to divide in four part to carry on the discussion to elementary school disciplinary punishment phenomena.
First part:Asks the question, elaborated in the education had about the disciplinary punishment research, as well as present paper research goal; Second part:The discussion disciplinary punishment should have the implication, to the disciplinary punishment took one education way can exist the reason carries on the rational defense, elaborates has the moderate disciplinary punishment in the education domain the necessity and the unique value;Third part:Carries on the statistical analysis through the investigation, presents in the primary education the disciplinary punishment actual condition as well as the existence question; Fourth part: From the society, the teacher, the school three aspects put forward the corresponding proposal and the countermeasure.
引文
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